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Re-evaluation Assessment
Towson University
SPE 525
EDUCATIONAL ASSESSMENT
Name:
Frank Sanatra
Birthdate: 08/24/1998
Primary Language:
English
Report includes:
1. behavioral observations
2. assessment instruments used
3. results (including subtest scores)
4. a descriptive summary of
strengths and identified needs
5.
6.
7.
8.
X Mathematics
X Spelling-written language
Oral language
Gross motor
other
Page 1
Towson University
SPE 525
Frank Sanatra
D.O.B. 08/24/1998___
ASSESSMENTS USED:
I. Review of Records
II. Teacher Interview
III. Woodcock-Johnson III Tests of Achievement:
Form A
X Form B
Standard Score
Grade Equivalent
Instructional Range
(based on age)
(based on age)
(based on grade)
Letter-Word Identification
90
7.2
5.9-8.8
Passage Comprehension
103
13.0
7.3->18.0
Reading Fluency
62
2.3
1.6-3.7
Word Attack
104
13.0
7.2-17.2
Calculation
83
5.9
4.7-7.6
Applied Problems
105
13.0
9.6-13.4
Math Fluency
88
7.4
4.3-12.7
Spelling
88
6.4
4.8-8.6
Writing Samples
101
10.4
6.2-16.6
Writing Fluency
103
13.0
7.5->15.6
Standard Score
Grade Equivalent
Broad Reading
83
6.2
Broad Mathematics
93
8.2
95
8.5
Academic Skills
84
6.5
Academic Fluency
79
6.1
Academic Applications
104
12.3
Battery Clusters:
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The three subtests of the Broad Reading Cluster: Letter-Word Identification, Reading Fluency,
Passage Comprehension, Word Attack, Story Recall, and Understanding Directions were
administered as a comprehensive measure of reading achievement that included sight word
vocabulary, reading speed, and the ability to derive meaning from the printed word. (Word Attack
the decoding of non-sense words was also included as a supplemental sub-test).
The Letter-Word Identification subtest assessed Sanatras ability to identify letters and words
automatically. Sanatra was able to accurately and fluently read words in isolation at the average
range (SS 90) compared to grade level. Sanatra was able to accurately read familiar multisyllabic words, however as words became more unfamiliar, Sanatra attempted to read them using
decoding strategies, which did not always work. Sanatra became frustrated and gave up when he
was reading unfamiliar multi-syllabic words, and would attempt reading them several times.
While attempting the unfamiliar multi-syllabic words, Sanatra would sound out every letter then
go back and resay the word, or would indicate that he could not do it.
The Reading Fluency subtest assessed Sanatras ability to quickly read and understand simple
sentences within a three-minute time frame, and respond by circling Yes or No. Sanatra scored in
the very low range (SS 62) according to grade level expectations, and was a relative weakness
for him. Sanatra complete 60 of the 98 questions, and had 38 incorrect answers. While
completing this subtest, Sanatra did not appear to present any difficulties. Sanatra however was
agitated that he had to complete the assessment, and later stated that he did not care if he got
them all wrong. Sanatra was unable to sit still during this subtest, and tried to look at the amount
of time left several times, and having to be redirected often.
The Passage Comprehension subtest required Sanatra to read a short passage and identify a
missing word that made sense in the context of that passage. Sanatra scored in the average range
(SS 103) on the Passage Comprehension subtest, and was a relative strength of his. He was able
to read the passage silently, and would give an answer that made sense, but was not what the
assessment was looking for. Sanatra answered all 47 questions and had 10 incorrect answers.
Sanatra scored with in the average range (SS 104) on the Word Attack subtest and is a relative
strength. His ability to read a list of phonetically nonsense words was measures at an estimated
13.0 grade level. Sanatra was able to accurately use decoding skills to pronounce unfamiliar
multi-syllabic words with uncommon vowel and consonant patterns, and was successful in using
these skills. Sanatra became more open to completing this subtest, and seemed as though he was
enjoying saying nonsense words.
The Story Recall subtest assessed Sanatras ability to remember details of a story presented by
audiotape. Sanatra scored in the high average (SS 120) according to grade level expectations and
was a relative strength. When given the directions for this subtest, Sanatra got very agitated and
stated that he had a horrible memory and would not do very well.
The Understanding Directions subtest required Sanatra to comprehend a series of single and
multi-stepped directions. Sanatra scored in the average range (SS 101) according to his grade
level. This was a relative strength of his.
Sanatras overall reading performance suggests that Story Recall, Understanding Directions,
Letter-Word Identification, Passage Comprehension, and Word Attack are relative strengths and
that reading instruction should focus on Reading Fluency.
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The Broad Written Language Cluster: Spelling, Writing Fluency, and Writing Samples subtests
were administered in order to assess Sanatras ability to communicate effectively and efficiently
in written form. An analysis of Sanatras written language skills discloses developmental
strengths in written fluency, and written samples, while spelling is a relative weakness.
The Spelling subtest assessed Sanatras ability to spell words in isolation. On the Spelling
subtest, he earned a low average standard score (SS 88). Sanatra was able to spell sight words,
and words with common short and long vowel patterns, but had more difficulty with spelling
words comprised of silent letters and vowels. Sanatra stated while taking the subtest, that he does
not know how to spell many words due to typing everything on the computer, and his teacher not
correcting his misspelled words when written by hand.
The Writing Fluency subtest assessed Sanatras ability to formulate and write simple sentences
quickly. Sanatra scored in the average range (SS 103) compared to others on his grade level.
Sanatra had a hard time writing clearly, thus unable to complete all 40 questions. Sanatra
complete 29 questions and had 2 incorrect answers. Sanatra was disappointed that his inability to
write fast complicated his ability to complete the subtest in its entirely.
Sanatra scored an average standard score (SS 101) on Writing Samples, at a 10.4 grade level.
This required Sanatra to write sentences that were evaluated with respect to the quality of content
and expression. He was able to construct basic and complex sentences that included the correct
punctuation and capitalization. Sanatra showed some evidence of proofreading his writing
samples, and was able to give a great deal of detail in his samples.
Sanatras overall writing performance suggests that Writing Fluency and Writing Sample skills
are strengths and that written language instructions should focus on Spelling.
The Broad Math Cluster: Math Calculation, Math Fluency, and Applied Problems subtests
were administered in order to assess Sanatras acquisition of math skills. Strength for Sanatra is
the ability to listen to a word problem, recognize the procedures to be followed, and decide
which information is relevant.
The Math Calculation section of the test assessed the ability to perform mathematical
computations. This task requires the student to perform a variety of calculations ranging from
simple addition to calculus. Sanatra demonstrated knowledge of the following skills on the
calculations subtest: basic addition/subtraction and basic multiplication/ division. Sanatra
showed deficits with the following types of problems: multi-digit division, computations with
fractions with unlike denominators, and computations with variables. Sanatra received a score in
the low average range (SS 83) according to grade level expectations. Sanatra used strategies such
as writing out multiples in the test booklet for division/ multiplication problems. Although, when
he came upon a division problem with multi-digits, Sanatra would not try to attempt them. As the
subtest got progressively more difficult, Sanatra would skip problems without even looking at
them.
The Math Fluency subtest assessed Sanatras ability to solve basic addition, subtraction, and
multiplication facts within a three-minute limit. Sanatra scored in the average range (SS 88)
compared to others on his grade level. The Math Fluency subtest was a relative strength for
Sanatras.
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On the Applied Problems subtest, Sanatra was required to solve math problems by listening to
the problem, recognizing the procedures to be followed, and decide which information was
relevant and which was extraneous. Sanatra scored in the average range (SS 105) compared to
others on his grade level. Sanatra was able to demonstrate the ability to count coins, solve word
problems, and various word operations involving money and time. He found the following types
of items more challenging: removing extraneous information from word problems, measuring
and completing calculations with equations with fractions involving variables, and completing
calculations involving measurements.
Overall, Sanatras math strength is in the area of Applied Problems and instruction should focus
on Calculations and Math Fluency.
SUMMARY OF STRENGTHS, NEEDS, RECOMMENDATIONS:
The results of this educational evaluation indicate that Sanatras academic skills range from 5.2
to 8.4 according to age level expectations. Sanatras overall reading performance suggests that
Story Recall, Letter-Word Identification, Word Attack, Passage Comprehension, and
Understanding Directions skills are a relative strength and that reading instruction should focus
on Reading Fluency. Sanatras overall writing performance suggests that his Written Fluency
and Written Sample skills are strengths and that written language instruction should focus on
Spelling. Students math strength is in the area of Applied Problems and instruction should focus
on Calculations and Math Fluency.
Overall, Sanatra has acquired skills from the very low range to the high average range. The
following are suggested strategies and/or techniques to use.
RECOMMENDATIONS:
Extended time for assignments
Learning style which is multi-sensory
Chunked instruction
Provide strategies and practice for spelling words
Provide specific instructions for math calculations
Allow use of calculator
Provide strategies and practice for learning long division facts
Date
Examiner
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